NON-STATE ACTORS IN EDUCATION
2.2 Non-state education provision
3.1 Regulations by distinct levels of education
- Early childhood care and education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Primary and secondary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Tertiary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
3.3 Supplementary private tutoring
The 1991 Education Act, which covers early childhood care and education and primary and secondary education, refers to agencies of government, private organizations and the community as providers. It uses the term “non-public” actors and defines non-public schools as “(a) a religiously supported school, under college grade, whether or not it receives or has received financial assistance from the Government in accordance with Article II, Section 1(3) of the constitution; or (b) any other school, under college grade, which normally charges tuition or other fee for attendance”. A person or group of persons may establish non-public schools. No definition of non-state actors at the tertiary education level was found.
2.1 State education provision
State schools
Education is compulsory for the first eight years and this phase is generally complete by age 14. The first six of these years take place at primary schools (age six to 11). Secondary education (age 12 to 17) is not compulsory. The majority of schools at these levels are state schools. Public schools are state-run and state-funded. In 2020, Marshall Islands’ formal education had 79 public (84%) elementary schools and 7 public (38.9%) secondary schools spread out over 23 atolls and islands. In the same year, 74.9% and 76,5% of children attended a public primary and secondary school respectively. The present structure of the education system is based on the United States model. Public schools are governed by community-based governing boards.
Non-state managed, state schools
No information was found.
Non-state funded, state schools
The Ministry of Education receives grants from partners including the Global Partnership for Education, the World Bank and the United States Department of the Interior to support the public school. No information was found on the payment of school fees by parents in public schools.
2.2 Non-state education provision
Independent, non-state schools
Non-government schools are managed by non-government agencies such as the Church and other private sector organizations. The most active church organizations include the Roman Catholic Church, the Seventh Day Adventist Church and the United Church of Christ.
In 2020, Marshall Islands’ formal education had 15 private elementary schools (16%) and 11 private secondary schools (61.1%). In the same year, 25.1% of children attended a private primary school and 23,5% a private secondary school. The country does not refer to non-state community schools or low-cost private schools in its official documents.
State-funded (government-aided), non-state schools
The private primary and secondary schools get some financial assistance from the Ministry of Education. The education budget includes subsidies to non-public schools. The biggest proportion of the budget is from general funds and special funds such as US grants. Education is heavily dependent on funds provided by or authorized under the Compact of Free Association between the US. and the country. The U.S. government is required to provide annual grant assistance to the Marshall Islands for education and private sector development (Section 211).
Contracted, non-state schools
No information was found.
2.3 Other types of schools
Homeschooling
No information was found. The 2020 Education Statistics Digest states that some special education students learn from home or hospital.
Market contracted (Voucher schools)
No information was found.
Unregistered/Unrecognised schools
All non-public schools are required to go through the annual accreditation certification and shall be established under the 1991 Education Act.
The Ministry of Education is responsible for issuing charters to non-public schools authorizing their establishment in accordance with the 1991 Education Act (Section 336(2)). The Secretary of Education aims at monitoring and evaluating Local Boards of Education and all non-public schools.
The Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC), recognised by the U.S. Department of Education (USDE), creates and applies standards of accreditation and related policies on community colleges, career and technical colleges, and junior colleges in the U.S. freely associated states, such as the Marshall Islands.
The Marshall Islands Council of Non-Governmental Organizations (MICNGOS) is a non-profit non-governmental umbrella organization of NGOs. The mission of MICNGOs is to serve as a voice for community-based, non-profit, civil society organizations, operating or interested in operating in the Marshall Islands, to ensure effective communication among the organizations in the Republic. The role of this organisation in education is not explicitly described, although MICNGOs is cited in the national strategic plans.
The State does not have a Religious ministry separate from the Ministry of Education that takes decisions on non-state education.
The State is a Freely Associated State (FAS). It has signed a comprehensive agreement with the United States called a Compact of Free Association (COFA) that governs diplomatic, economic, and military relations with the United States.
Vision: The country does not have an education sector plan, which is currently under development. The last plan available covered the years 2007-11. The 1991 Education Act is the main regulation and includes a section on non-public schools. The 2013 Bill 42ND1 (Division 5) also focuses on non-public schools. The 2020-30 National Strategic Plan has been developed using a collaborative process among government ministries and agencies, NGOs and the private sector, but its content is limited as regards the provision of education by non-state actors. The previous National Strategic Plan covered the years 2015-17 aimed to ensure effective partnership and coordination among the national government, local governments, non-government organizations, the private sector and civil society and the citizens.
3.1 Regulations by distinct levels of education
Little recent data were found on the prevalence of the private sector at the ECCE level. ECCE is covered in the 2013 Bill 42ND1 and the 2013 Public School System Act, which define primary education as “kindergarten to grade 8”. The 2020-30 National Strategic Plan aims to intensify the coverage of ECCE and achieving equitable and compulsory Kindergarten attendance of children aged five for all children in both private and public schools.
Registration and approval: See Multi-level regulations.
Licence: See Multi-level regulations.
Profit-making: See Multi-level regulations.
Taxes and subsidies: See Multi-level regulations.
Quality of teaching and learning
Curriculum or learning standards: See Multi-level regulations.
Teaching profession: The 2015 Child Rights Protection Act 2015 (Art. 1031) stipulates that teachers working in care facilities or institutions and private caregivers shall be “adequately trained to care for and educate children”. Training shall include the children’s rights. For more information, see Multi-level regulations.
Fee-setting: See Multi-level regulations.
Admission selection and processes: See Multi-level regulations.
Policies for vulnerable groups: See Multi-level regulations.
Quality assurance, monitoring and accountability
Child assessment: No information was found.
Reporting requirements: See Multi-level regulations.
Inspection: See Multi-level regulations.
Sanctions: See Multi-level regulations.
Registration and approval: See Multi-level regulations.
Licence: See Multi-level regulations.
Water, Sanitation and Hygiene (WASH): The 1991 Education Act (Art. 326) states that the Ministry shall promote the physical, mental, social and emotional well-being of students by providing essential health services and a healthy school environment “with adequate water and sanitation facilities”.
Profit-making: See Multi-level regulations.
Taxes and subsidies: See Multi-level regulations.
Quality of teaching and learning
Curriculum or learning standards: See Multi-level regulations.
Textbooks and learning materials: The 1991 Education Act (Art. 338) and the 2013 Bill 42ND1 (Section 333) stipulate that students shall receive from the national government, as resources permit, equal benefits with public school students regarding textbooks. The 2007-11 Strategic Plan of the Ministry of Education aimed to establish a compliance policy on the establishment of school libraries at all public and private schools.
Teaching profession: See Multi-level regulations.
Corporal punishment: The 2013 Public School System Act (Art. 324) prohibits corporal punishment and Article 331 appears to extend the prohibition to non-public schools: “no non-public school shall be established except in conformity with this Chapter”. In addition, the 2015 Child Rights Protection Act (Art. 9(2)) states that corporal punishment used by “all regular and volunteer teachers and staff” shall be prohibited.
Other safety measures and COVID-19: No additional information was found.
Admission selection and processes: A high school entrance examination is given to all eighth-graders. This test is used as a placement test for students entering public secondary schools. For more information, see Multi-level regulations.
Fee-setting: See Multi-level regulations.
Policies for vulnerable groups: See Multi-level regulations.
Quality assurance, monitoring and accountability
School board: Increasing numbers of private schools are developing and strengthening their Parent-Teacher Associations (PTA). In the public sector, local boards oversee the operation of local public schools; they develop an annual education plan which may include curricular changes, in-service training programmes for teachers, diagnostic, remedial or skill-maintenance programmes for students. In this regard, the 1991 Education Act and refers to local boards, parent-teacher associations and community-based advisory communities. Local boards do not seem to be mandatory in non-public schools.
Reporting requirements: See Multi-level regulations.
School inspection: See Multi-level regulations.
Student assessment: The Marshall Islands Standards Assessment Test (MISAT) is administered annually at all public and private schools at the end of the school year for grades 3, 6, 8, 10, and 12. The 2013 Public School System Act (Art. 315) states that all secondary level students in the Republic shall be required to pass an examination on the Marshallese language, custom, culture and history, to obtain a secondary education diploma or certificate, except for students who are not in the system for three years.
Diplomas and degrees: The state issues a secondary education diploma or certificate conditional on passing a national examination described in the previous subsection.
Sanctions: See Multi-level regulations.
The country has only two places, both public, for post-secondary education. The College of the Marshall Islands (CMI) is a regionally accredited autonomous community college, as enacted in the 1992 College of the Marshall Islands Act. The College is a “public, non-profit corporation” and coordinates with the Ministry of Education for the effective use of resources including facilities, equipment, personnel and educational support services. It serves as the “coordinating agency for all education activities conducted within the Republic by other agencies and organizations” (Article 206). In parallel, the University of the South Pacific (USP) is a public research university with locations spread throughout 12 countries in Oceania, including the Marshall Islands (Majuro) since 1993. The Ministry of Education has also partnered with off-island institutions such as Brigham Young University Hawaii and Park University to enrol teachers in Bachelor of Arts in Education programmes.
The country does not seem to have a Higher Education Act; however, the 1965 Higher Education Act (United States) (Paragraph 600.4) refers explicitly to freely associated states. It includes, to a certain extent, private institutions of higher education located in the Marshall Islands. The 1991 Education Act refers to education levels “under college grade”, which means ECCE, primary and secondary.
Registration and approval: The Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC) signals that the institution begins by assessing itself in relation to the basic criteria for institutional eligibility. Then, the Commission uses the same institutional self-evaluation and site visit process for both candidacy and accreditation applications.
Licence: No information was found.
Profit-making: No information was found.
Taxes and subsidies: No regulation was found. Both the College of the Marshall Islands (CMI) and the University of the South Pacific (USP) receive public funding.
Quality of teaching and learning
Curriculum or learning standards: The ACCJC/WWASC indicate that at least one academic programme must be of two academic years in length. Also, programmes must be congruent with the mission of the institution and based on recognized higher education fields of study.
Teaching profession: The ACCJC/WWASC stipulate that institutions must have a sufficient number of qualified teachers, who have the experience to support the teaching programmes. In addition, the ACCJC/WWASC indicate that institutions must have a sufficient number of full-time teachers and may include part-time and substitute teachers. No regulation was found on salaries.
Fee-setting: The ACCJC/WWASC stipulate that institutions must provide a print or electronic catalogue with precise, accurate and current information concerning student fees, financial obligations and refund of fees. The ACCJC/WWASC also published the 2005 Policy on Refund of Student Charges.
Admission selection and processes: The ACCJC/WWASC state that institutions should adopt and adhere to admissions policies consistent with their mission, which specify the appropriate student qualifications for their programmes. They also stipulate that institutions must provide a print or electronic catalogue with precise, accurate and current information concerning admission requirements.
Quality assurance, monitoring and accountability
Board: The ACCJC/WWASC indicate that the institution must have an independent governing board. The Chief Executive Officer has the authority to administer board policies. This board is responsible for the academic quality, institutional integrity and financial stability of the institution.
Reporting requirements: The ACCJC/WWASC specify that the institution must annually make available an external financial audit by a certified public accountant or an audit by an appropriate public agency. In addition, institutions should systematically assess and report on the extent to which and the way they achieve their objectives, including the assessment of student learning outcomes. The ACCJC/WWASC established a Policy on Monitoring Institutional Performance in 2020.
Inspection: The ACCJC/WWASC make visits to institutions, particularly during the accreditation process.
Student assessment: Institutions must define their standards for student achievement and assess their performance against those standards. Institutions must publish for each programme the expected student learning.
Diplomas and degrees: The ACCJC/WWASC indicate that eligible institutions may offer associate degrees and other credentials including certificates and the baccalaureate degree. In addition, they mention that institutions must provide appropriate information about the awarding of academic credit.
Sanctions in the event of closure: The ACCJC/WWASC indicate that if institutions fail to comply with the Commission's requests, guidelines, decisions and policies, they may be subject to a sanction or have their application or accreditation refused or withdrawn. The ACCJC/WWASC also adopted the 2015 Policy on Closing an Institution.
3.2 Multi-level regulations
This section presents the regulations for early childhood care and education and primary and secondary education.
Registration and approval: All non-public schools are required to go through the annual accreditation certification. The Policy and Accreditation Office implements actions to improve policy and planning in the Ministry of Education, through a school accreditation process that provides for a system of evaluation and monitoring of schools.
The 1991 Education Act (Art. 336) stipulates that any person or persons wanting to establish a non-public school shall make a written application of a charter to the Secretary. The application must specify the proposed location, the course of instruction, the language of instruction, the teacher qualifications that are expected and the student enrollment policies. Then, the Secretary reviews the application and makes a recommendation to the Minister.
The Western Association of Schools and Colleges (WASC) (United States) also provides assistance and accreditation services to institutions in the country.
The Policy and Accreditation Office sets regulations on infrastructure, but no specific size or space requirements have been found.
Licence: Upon receipt and approval of the application, the Minister issues a charter.
Profit-making: Profit-making is allowed; however, there is no tax exemption for profit-making schools.
Taxes and subsidies: Private schools receive a partial subsidy from the National Government based on student enrollment. The 1991 Education Act (Art. 353) describes the tax exemptions of non-public schools that are not-for-profit. First, their income, personal property and transactions shall not be subject to any tax, rate, charge or impost under any law. In addition, the charge for public utilities used for school purposes shall be set at a “rate equivalent to the most favourable rate available to any user”.
Quality of teaching and learning
Curriculum or learning standards: The 1991 Education Act (Art. 338) and the 2013 Bill 42ND1 (Section 333) indicate that students of non-public schools shall receive from the national government, as resources permit, equal benefits with public institutions regarding testing services and programmes.
Teaching profession: There are penalties for teaching without certification. Any teacher who does not hold a certificate from the Ministry but who has been employed by the Ministry or by a chartered non-public school as a teacher for at least two years before 1992 may continue employment as a teacher, but the Ministry may require that the teacher complete a programme of professional improvement set by the Ministry (Education Act, 1991, Art. 333 and 334). The application of a non-public school must have precise teacher qualifications (Art. 336). Furthermore, the Minister may adopt rules or regulations imposing reasonable fees for teacher certification (Art. 353). The 1991 National Training Council Act (amended in 2015) stipulates that the National Training Council conducts periodic surveys of private-sector employers to identify their training needs and skills gaps. Training shall include the children’s rights. Moreover, in 2020, in the private sector, 51.8% of qualified teachers had an academic degree (53.4% in the public sector) and 41.2% had a Republic of the Marshall Islands Certification (42.5% in the public sector). In the public sector, 4.1% had a Quality Pedagogy Framework (QPF) training.
Private institutions are responsible for the hiring and the remuneration of teaching staff.
The regulations on non-state education do not explicitly state whether teachers in private schools are covered by the same provisions as those in the public service.
Fee-setting: The Minister may adopt rules or regulations imposing reasonable fees for non-public school charters (Education Act, 1991, Art. 353).
Admission selection and processes: Students can attend any non-public school whether or not it is located in the attendance area in which they reside (Education Act, 1991, Art. 331). The application of a non-public institution must precise their eventual enrollment policies (Art. 336).
Policies for vulnerable groups: The goal of the education system is to implement programmes and supportive services for all students, “especially those who are educationally disadvantaged or who have special educational need”. This can be done through counselling, guidance, health education and related services and programmes (Education Act, 1991, Art. 315).
Quality assurance, monitoring and accountability
Reporting requirements: The State may require non-public schools to submit reports of attendance and other matters of public concern (Bill 42ND1, 2013, Section 332).
Inspection: The Ministry of Education may from time to time require non-public schools to submit reports of attendance and other matters of public concern (Education Act, 1991, Art. 337).
Sanctions: Failure to meet the standards required of non-public schools is grounds for a refusal to issue a charter or for revocation or suspension of any charter (Education Act, 1991, Art. 337).
3.3 Supplementary private tutoring
No regulation was found.
Financial operation and quality
No regulation was found.
No regulation was found.
